The Swedish welfare state has social protection policies focusing on labour market participation. Initiatives have been introduced after the increase of asylum seekers in 2015, focusing on so-called ‘fast tracks’. In this paper I consider one of these fast track courses aimed at newly arrived teachers wishing to continue their teaching career in Sweden. Based on interviews and observational data I have followed one cohort throughout their course. The research aims for an understanding of the teachers’ experiences from their own perspective as well as from the stakeholders’. The theoretical framework is mainly taken from the concepts of the capital market introduced by Bourdieu. In light of the findings, while the education the participants receive may be useful in order to understand the educational system, many are disappointed to find that fast track courses do not give them a clear advantage in terms of finding a faster way into the Swedish labour market. In addition, there are tendencies for local teacher communities to devalue the qualifications of this group. Generally, the emphasis on ‘fast tracks’ may ignore the need of individuals to complete formal Swedish education and to navigate complex processes of nationally set standards of professional requirements, which impede a fast integration process.